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f Shandong Scores........... 44-45
        3.3.3 Semi-structured Interview Schedule........... 45
    3.4 Data Collection........... 45-48
Chapter Four Results ...........48-70
    4.1 Demotivating Factors of Vocational College Students........... 48-58
        4.1.1 Students’ General Situation of Demotivation........... 48-51
        4.1.2 Factors of Demotivation ...........51-58
    4.2 Gender Differences in Demotivation........... 58-61
    4.3 Differences in Demotivation in terms...........61-64
    4.4 Interview Results........... 64-70
Chapter Five Discussions........... 70-79
    5.1 Discussion of Research Question One........... 70-76
    5.2 Discussion of Research Question Two ...........76-77
5.3 Discussion of Research Question Three........... 77-79

Conclusion

Demotivation is a fairly complex issue. Although the results of the study covered tenfactors, there must be many other variables affecting vocational college students’ Englishlearning. This leaves much space for future research. There are three limitations in the presentstudy.
Firstly, demotivation is a relatively new area in the field of L2 motivation study. There isno agreeable concept. And it hasn’t had a complete theoretical frame by now. It is supposed tobe influenced by many other factors, with the exception of external and internal factors thatthe author has categorized in this study. What’s more, the present study just conductedexploratory factor analysis to get the dimensions of demotivation. A confirmatory factoranalysis is needed to confirm the structure of dimensions. So the analysis of demotivation inthis study is general and limited.
Secondly, the number of population in this research is not large enough and notrepresentative enough in its geographical diversity (only from two different colleges), whichlimits generality of the results and the type of data analysis.
Thirdly, limitation lies in the instruments. This study adopted questionnaire which wasconstructed by Kikuchi &Sakai in 2007. Although some adaptations were made to make thequestionnaire designed to apply to Chinese students, not everything that might be importantfactors has been involved. What’s more, all the items of the questionnaire are from thestudents’ perspective, without consideration of views from teachers and parents. Soinvestigative angles are limited.
Fourthly, the second research question is to explore the gender difference indemotivating factors. But only 77 male students were investigated, which influences thevalidity of the result.

Bibliography
[1] Arai, K. 2004. What “Demotivates” Language www.51lunwen.org/sampleenglishpaper/ Learners?: Qualitative Study onDemotivational Factors and Learners’ Reactions .Bulletin of Toyo Gakuen University.
[2] Ames. 1992. Classrooms, Goals, Structures and Student Motivation. Journal ofEducational Psychology, 84 (3): 261-272.
[3] Andersen, J. F. 1979. Teacher immediacy as a predictor of teaching effectiveness. In D.Nimmo CU, Communication Yearbook, 3 (pp. 543-559).New Brunswick, NJ:Transaction.
[4] Andersen, P.,& Andersen本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。